Reading sketch starter 1 TG

While the students are looking at the illustrations, some of the following questions may be asked: Extra Activity optional: Write the short vowel e words from the Phonics section and th

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Reading Sketch Starter 1

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Have the students open their eyes and guess which ones are missing

2) Have the students look at the illustrations on pages 6 and 7 and ask them what they see While the students are looking at the illustrations, some of the following questions may be asked:

Extra Activity (optional):

Write the short vowel e words from the Phonics section and the extra words you teach the students on strips of paper Write each word down twice Stick all of the strips of paper on the board facedown Split the students into two teams Have a student from one team come to the front, turn over two strips of paper, and read them If the words match, they get a point for their team

4) Have the students look at the Key Words section Play the recording to let them hear the key words, and then have them repeat them Afterward, call out the key words

in a random order and have the students point to each picture you say

Unit 1 | Pretty Flowers

Write down the flowers the students say (or put up pictures of them) on the board Ask the students to close their eyes and erase (or take away) one or two of the flowers

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During Reading

1) Play the recording (track 4) and have the students follow along in their books Then play the second recording (track 5) and have the students chant the lines of the story

After that, read the story together as a class

Have the students act out the story Prepare red, yellow, pink, and blue paper flowers and a small box (or basket) before class Have the students take turns saying the story and putting the different colored flowers into the box Tell them to hand the box and flowers to the student they want to go next when they say “It is for you.”

2) Talk about the story as a class Ask the students questions about the story to check their understanding of it Some of the following questions may be asked:

Play the chant again for the students Encourage them to clap along while saying the lines Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, stamping their feet, pretending to pick flowers, etc.) The rest of the class will repeat the lines and do the same action

After Reading

Comprehension

Have the students turn to the Comprehension section If you feel the students have

a good understanding of the passage or are at the level to answer the questions

by themselves, have them answer questions 1 – 3 on their own or with a partner and check the answers as a class If the students are not at a level to answer the questions by themselves, work on the answers as a class

Word Power

Have the students read and trace the words and circle the correct images Check the answers as a class When checking the answers, say the words not only for the correct choices but also for the incorrect choices to expose the students to the new vocabulary

Have a spelling race with the words from the Word Power section Split the students into two teams Ask a member of each team to stand at the back of the class Write one of the words on the board and have the two students practice spelling it out loud

a few times Then shout “Go!” and have them run to the board and write the word

Whoever finishes first scores a point for their team

Pattern Practice

Read the words in the middle of the activity together as a class Then tell the students

to match the pictures to the correct words Check the answers as a class

Write the sentence (including the blank space) on the board and show the students how to complete it by using one of the words from the matching section Then ask the students to choose one of the colors and complete the sentence by tracing the words and filling in the blank Have each student read their sentence out loud to the class

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ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

If there’s time, you can have the students write sentences for the other pictures on a blank piece of paper or in a notebook If you want, you can ask the students to draw a small picture next to (or under) each sentence

Fun Time

Look at the picture as a class, and ask the students what they can see Then tell them

to color each of the flowers red, yellow, pink, or blue Once everyone is finished, have the students work in pairs and talk about their picture with their partner

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Unit 2 | Meet My Family

After the students have finished saying how many people are in their family, quiz the class Can they remember who had the biggest family in the class and who had the smallest family?

2) Have the students look at the illustration on pages 10 and 11 and ask them what they see While the students are looking at the illustration, some of the following questions may be asked:

Make family member flashcards for the key words Show the students three of the flashcards and then put them facedown on a table or desk Spend 10 – 15 seconds mixing the order of the flashcards around Say one of the key words and then have the students try and guess which facedown flashcard it is

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During Reading

1) Play the recording (track 8) and have the students follow along in their books Then play the second recording (track 9) and have the students chant the lines of the story

After that, read the story together as a class

Have the students make finger puppets for their family members Then have each student read the story and show the class their finger puppets The students can change the text to fit with their own family and finger puppets

Play the chant again for the students Encourage them to stomp their feet while saying the lines Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, clapping their hands, drumming on their desk, etc.) The rest of the class will repeat the lines and do the same action

After Reading

Comprehension

If the students have a good understanding of the passage, have them answer questions 1 – 3 on their own or with a partner and check the answers as a class If the students are not at a level to answer the questions by themselves, work on the answers as a class

Word Power

Have the students match the images to the correct words and then trace the words

Check the answers as a class

of the sentence Have each student read their sentence out loud to the class

Fun Time

Look at the picture as a class, and ask the students what they can see Tell the students that the picture is a family tree and briefly explain what a family tree is Ask the students to draw one of their family members in each apple Once everyone is

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partner Encourage them to say “This is my (family member),” when saying who each person is

Put the family member flashcards from earlier in the lesson in a pile and shuffle them

Give the flashcards to a student and tell them to say “This is my” and the family member on each flashcard Time how long it takes them to finish After they have finished, ask another student to do the same thing Let the students take turns timing each other

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Unit 3 | A New Pet

Have the class stand in a circle Tap a balloon to one student and ask, “What kind of pet do you want?” The student will hit the balloon back to you and say the pet they

want Keep doing this until all the students have said the pet that they want

Mime one of the feelings and ask the students to guess what it is Then ask other students to come to the front and do the same thing The rest of the class can guess what the feelings are

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During Reading

1) Play the recording (track 12) and have the students follow along in their books

Then play the second recording (track 13) and have the students chant the lines of the story After that, read the story together as a class

Have the students draw a picture of themselves with a new pet Under their picture, have them write “I have a new pet It is a(n) (animal name) I am happy I am excited.”

After they have finished, have the students take turns showing their pictures to the class and reading their sentences

• What pet did they get?

• How does the boy feel?

• How does the girl feel?

• What pet does she want?

3) Read the words in the High Frequency Words section (“am,” “it,” “but”) as a class

Let the students reread the story on their own and circle the high frequency words

Then read the story again as a class At the end of each line, ask a student if there are any high frequency words in it

Play the chant again for the students Encourage them to drum on their desk while saying the lines Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, clapping their hands, stomping their feet, etc.) The rest of the class will repeat the lines and do the same action

After Reading

Comprehension

Word Power

Have the students look at the images and circle the correct letters to spell the words

Then ask them to write the words Check the answers as a class

Have each student read their sentence out loud to the class

Fun Time

Read the words on the picture frames as a class Then ask the students to draw the faces After they have finished, have them work in pairs and act out the different feelings with their partner

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Have the students work in pairs Ask each pair to play rock, scissors, paper together

Whoever wins each round gets to act out one of the feelings in the pictures Tell the students to keep playing until one of them has acted out all four of the feelings pictures

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Unit 4 | Sweet Fruits

Write down the fruits the students say (or put up pictures of them) on the board Ask the students to close their eyes and erase (or take away) one or two of the fruits Have

the students open their eyes and guess which ones are missing

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During Reading

Have the students act out the story Tell the students to take turns saying the passage and pretending to eat the different fruits

Play the chant again for the students Encourage them to clap their hands while saying the lines Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, drumming on their desk, stomping their feet, etc.) The rest of the class will repeat the lines and do the same action

After Reading

Comprehension

Word Power

Have the students look at the images and put check marks next to the correct words

Draw a grid on the board and write the four key words in it (you can put pictures of the different fruits as well if you want) Split the students into two teams Have a student from one team throw a foam ball at one of the key words If they hit the key word, they will say “I eat a(n) (fruit name).” Each student who hits one of the key words and says the sentence gets a point for their team

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Fun Time

Read the lyrics as a class and practice the dance moves Then play the recording and have the students sing along with the song and do the dance

Sing the song again as a class, but change the fruits Let the students suggest some

of the other fruits they know and then have a vote to see what fruits everyone is going

to sing about

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Unit 5 | The Playground

1) Show the students some pictures of different things from playgrounds Ask them

if they know the English words for the things and practice saying them together as a class Tell the students to turn to page 22 Ask the question at the top of the page (“What can you see at the playground?”) and model how to answer it Then have the students take turns telling the class what they can see at the playground

2) Have the students look at the illustration on pages 22 and 23 and ask them what they see While the students are looking at the illustration, some of the following questions may be asked:

u sounds on the board such as “fin” and “milk” and “under” and “hug.” Have the students read the extra words as a class to familiarize themselves with the sounds of the short vowels i and u

Write the key words on the board and give the students time to study them Tell the students to close their eyes and change a word or misspell it Have the students open their eyes and try to figure out what word has been changed

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During Reading

Play hangman with the sentences from the story Choose one of the sentences and write dashes on the board The number of dashes will match the number of letters in the sentence The students then have to call out letters, with too many wrong answers leading to the completion of the gallows

Play the chant again for the students Encourage them to whisper while saying the lines Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, clapping their hands, stomping their feet, etc.)

The rest of the class will repeat the lines and do the same action

After Reading

Comprehension

Word Power

Have the students match the images to the correct words and then trace the words

Put pictures of a swing, slide, seesaw, and a spring horse in different corners of the board Write the key words on strips of paper and put them in the middle of the board

Have the students work in pairs Ask each pair to place the words with the correct pictures Time them to see how long it takes them to do it The pair with the fastest time is the winner

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Fun Time

Ask the students what they can see in the picture Then have them stick the stickers from the back of the book in the correct places When they are finished, have them work in pairs and do the actions for each piece of playground equipment with their partner

Mime using one of the pieces of playground equipment and ask the students to guess what it is Then ask other students to come to the front and do the same thing The rest of the class can guess what piece of playground equipment they are pretending to use

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Then have the students take turns telling the class when they brush their teeth.

2) Have the students look at the illustrations on pages 26 and 27 and ask them what they see While the students are looking at the illustrations, some of the following

questions may be asked:

Write the short vowel a and i words from the Phonics section and the extra words you teach the students on strips of paper Write each word down twice Stick all of the strips of paper on the board facedown Split the students into two teams Have a student from one team come to the front, turn over two strips of paper, and read them

If the words match, they get a point for their team

Play a passing game with the flashcards for unit 6 from the back of the book Pass one student the first flashcard and say “wash.” Have them pass it to the next student and say the same thing Then pass the first student the second flashcard and say

“clean.” Keep passing all of the flashcards around the room until everyone has said all

of the words Time the students to see how long it takes them to finish Then do it one more time Were they able to do it faster the second time around?

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During Reading

Write the sentences from the passage on large strips of paper Put “It is time for dinner.” on one strip of paper On the other strips of paper, write each action and what’s clean together (for example, “I wash my hands Look! My hands are clean.”)

Put the strips of paper on the board and mix them up Have the students take turns coming to the front and putting the passage in order

Play the chant again for the students Encourage them to jump while saying the lines

Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, clapping their hands, stomping their feet, etc.) The rest

of the class will repeat the lines and do the same action

After Reading

Comprehension

Word Power

Have the students look at the images and circle the correct letters to spell the words

Then ask them to write the words Check the answers as a class

Pattern Practice

Read the four words together as a class Then tell the students to match the pictures

to the correct words Check the answers as a class

Read the sentence out loud and say “blank” where the missing word should go Then ask the students to complete the sentence by tracing the words and filling in the blank with one of the words from the matching activity Have each student read their sentence out loud to the class

Fun Time

Ask the students what they can see in the pictures Play the recording and have the students do the three actions Then have them stick the stickers from the back of the book in the correct places

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Play “Simon says” with the students Teach the students that if you say “Simon says”

before an action, they should do the action If you do not say “Simon says” before an action, they should not do the action Use the actions from the story and other fun actions during the game

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Unit 7 | A Wonderful Garden

2) Have the students look at the illustrations on pages 30 and 31 and ask them what they

see While the students are looking at the illustrations, some of the following questions may be asked:

e sounds Write some other words that have the short vowel e sound on the board such

as “sell,” “net,” and “vet.” Have the students read the extra words as a class to familiarize themselves with the sound of the short vowel e

4) Have the students look at the Key Words section Play the recording to let them hear the key words, and then have them repeat them Afterward, call out the key words in a random order and have the students point to each picture you say

Make two sets of flashcards for the key words and scatter them around the classroom

Have two students stand at the front of the classroom Tell them, “There are (flashcard).”

The first student to bring you the flashcard you asked for is the winner Have both the students (the winner and the loser) choose another flashcard for the next two students to find

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During Reading

Read the passage to the students Make some small mistakes while you are reading

The students should follow along in their student books and correct you when you read something incorrectly

Play the chant again for the students Encourage them to dance while saying the lines

Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, clapping their hands, stomping their feet, etc.) The rest

of the class will repeat the lines and do the same action

After Reading

Comprehension

Word Power

Have the students read and trace the words and circle the correct images Check the answers as a class When checking the answers, say the words not only for the correct choices but also for the incorrect choices to expose the students to the new vocabulary

Split the class into two teams Ask one member from each team to stand at the back

of the room Write one of the key words on the board, but scramble the letters in the word Have the students run to the board and write the key word correctly The first person to finish gets one point for their team

If there’s time, you can have the students write sentences for the other pictures on a blank piece of paper or in a notebook If you want, you can ask the students to draw a

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small picture next to (or under) each sentence

Have the students work in pairs Give one pair of students a set of flashcards for the key words Tell one partner to show the flashcards and the other partner to name each one by saying “There are (flashcard).” Then have the partners switch roles Time each pair to see how long it takes them to finish

Fun Time

Have the students look at the first picture and tell them that the vegetables are being used to make a face on the plate Ask them what vegetables are used for the hair, eyes, ears, nose, and mouth Then tell them to draw their own vegetable face When they are finished their drawings, have the students work in pairs and talk about their vegetable faces with their partner

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Unit 8 | My Shape Hunt

2) Have the students look at the illustrations on pages 34 and 35 and ask them what they

see While the students are looking at the illustrations, some of the following questions may be asked:

4) Have the students look at the Key Words section Play the recording to let them hear the key words, and then have them repeat them Afterward, call out the key words in a random order and have the students point to each picture you say

Draw the four shapes on the board and write the key words underneath them Ask the students to look around the classroom Can they see any objects that are the same shapes as the key words?

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During Reading

Make a die with shapes on it Have the students take turns reading the story Tell them to roll the die before each “I see a …” sentence and to change the shape in the sentences to whatever shapes the die lands on

Play the chant again for the students Encourage them to hop on one foot while saying the lines Then ask one student to lead the chant Have the student say each line while doing an action (snapping their fingers, clapping their hands, stomping their feet, etc.) The rest of the class will repeat the lines and do the same action

After Reading

Comprehension

If the students have a good understanding, have them answer questions 1 – 3 on their own or with a partner and check the answers as a class If the students are not at a level to answer the questions by themselves, work on the answers as a class

Word Power

Have the students trace the words, match them to the correct shapes, and trace the shapes Check the answers as a class

Split the class into two teams Ask one member from each team to stand at the back

of the room Write one of the key words on the board, but scramble the letters in the word Have the students run to the board and write the key word correctly The first person to finish gets one point for their team

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